few_shots: Example:
Problem/activity:
You’re mixing ingredients for cookies. The recipe says to combine 6 tablespoons, or ¾ stick, of butter with 1 cup of sugar. You accidentally mix in a whole stick of butter (8 tablespoons) with the cup of sugar. How can you fix this?


Standard options: 
A. Understand the concept of a ratio and use ratio language to describe a ratio relationship between two quantities. For example, “The ratio of wings to beaks in the bird house at the zoo was 2:1, because for every 2 wings there was 1 beak.” “For every vote candidate A received, candidate C received nearly three votes.”
B. Use ratio and rate reasoning to solve real-world and mathematical problems, e.g., by reasoning about tables of equivalent ratios, tape diagrams, double number line diagrams, or equations.
C. Understand the concept of a unit rate a/b associated with a ratio a:b with b ≠0, and use rate language in the context of a ratio relationship. For example, “This recipe has a ratio of 3 cups of flour to 4 cups of sugar, so there is 3/4 cup of flour for each cup of sugar.” “We paid $75 for 15 hamburgers, which is a rate of $5 per hamburger.” (Expectations for unit rates in this grade are limited to non-complex fractions.)


Thought: This problem solves a real-world problem involving mixing ingredients for cookies. A student doing this problem would need to reason about equivalent ratios of butter amounts to sugar amounts.
Answer: B

Now, assign the following problem or activity to one or more relevant standards it aligns with.
shot_info: fl_problem_000972

6
options: Find the conditional probability of A given B as the fraction of B’s outcomes that also belong to A, and interpret the answer in terms of the model.

Use permutations and combinations to compute probabilities of compound events and solve problems.

Apply the general Multiplication Rule in a uniform probability model, P(A and B) = P(A)P(B|A) = P(B)P(A|B), and interpret the answer in terms of the model.

Apply the Addition Rule, P(A or B) = P(A) + P(B) – P(A and B), and interpret the answer in terms of the model.
problem_activity: Problem 1
Using the digits 1, 2, and 3, write an expression to answer the following questions
How many different three-digit numbers can you make when you can use each digit more than once?
How many different three-digit numbers can you make when you can only use each digit once?
Problem 2
Your phone requires you to use five numbers for the code, but you only can use numbers 1-5 for the code.
The first combination you come up with is:
| 1 | 2 | 3 | 4 | 5 |
|---|---|---|---|---|
You then realize how "insecure" this number might be since anyone could guess it. Figuring this out you wonder, "How many possibilities are there for combinations if I only use each number once?"
Problem 3
You change the phone settings so that you only need a three-digit code to open the lock.
This means you have 5 numbers to choose from and 3 positions to put those numbers in, which is represented by
$$_5P_3$$
. How many different combinations can you get if you have three positions and a choice of five numbers with no repetition?


correct_option_index: 1